Student surveys from the introductory Physics classes at the University of St. Thomas explore the relationships between student study practices, self-efficacy and classroom performance, including test and class grades. Short-answer surveys were given to a total of approximately 100 students, evenly divided between Calculus-based introductory Physics and Algebra-based introductory Physics. These short answer surveys have been coded and correlated to student grades and in-class observed practices. This talk will discuss preliminary results of the study, both surprising and not, possible further areas of exploration and the relationship with related studies.